Lesson Plan for Teaching #3

Your Name: Rachel Ward

Grade Level (choose the grade level you will teach at Lindbergh): 2nd

Materials/Resources (e.g., notation, technology tools, manipulatives, etc.) (1

point) please include song resource and where it can be found:

Found from Google Images

Learner Outcomes (1 point): Students will be able to sing the greetings in

“Children of the World” together as a group.

Assessment (1 point):
(How will you know if and when students meet your learner outcome? What
evidence will you collect?)

Observable Music Behaviors legs) X

(Place an ‘X’ next to behaviors) (1 point) Observable Academic Behaviors (Place an
Sing Play Notate ‘X’ next to behaviors)
X
Chant Improvise Analyze
X
Move Compose

Patsch Read
(Pat on
 Identify Explain Evaluate
X
Compare/Contrast Create Respond
X
Analyze Describe

Summarize Perform
X

Core Music Standards (Type the standard being met) (1 point):

Create Respond
Imagine Generate musical ideas for Select Choose music appropriate for a specific purpose or context.
various purposes and
contexts.
Example:
MU:Cr1.1.K
Plan and Make Select and develop musical Analyze Analyze how the structure and context of varied musical
ideas for defined purposes works inform the response.
and contexts.
Evaluate and Evaluate and refine Interpret Support interpretations of musical works that reflect
Refine selected musical ideas to creators’/performers’ expressive intent.
create musical work(s)
that meet appropriate
criteria.
Present Share creative musical Evaluate Support evaluations of musical works and performances
work that conveys intent, based on analysis, interpretation, and established criteria.
demonstrates
craftsmanship, and
exhibits originality.
Perform Connect
Select Select varied musical Connect #10 Synthesize and relate knowledge and personal experiences to
works to present based on make music.
interest, knowledge,
technical skill, and context.
Analyze Analyze the structure and Connect #11 Relate musical ideas and works with varied context to deepen
context of varied musical understanding.
works and their
implications

Interpret Develop personal

interpretations that
consider creators’ intent.
Rehearse, Evaluate and refine
Evaluate, and personal and ensemble
Refine performances, individually
or in collaboration with
others.
Present Perform expressively, with
appropriate interpretation
and technical accuracy,
and in a manner
appropriate to the
audience and context.

For the following, use:

T = Teacher
S = Students
ALL CAPS = What teacher plans to say
Induction (2 points): GOOD MORNING, FRIENDS! HOW IS EVERYONE DOING
TODAY? Students answer. THAT’S AMAZING! SO, TODAY WE ARE GOING TO LEARN
HOW TO SAY HELLO AND GOOD MORNING IN DIFFERENT LANGUAGES. CAN
ANYONE RAISE THEIR HAND IF THEY KNOW HOW TO SAY HELLO OR GOOD
MORNING IN ANOTHER LANGUAGE AND SHARE IT WITH THE CLASS? Students
raise their hands and answer. THAT’S SO COOL! ALRIGHT, NOW WE’RE GOING TO
LEARN A SONG, AND BE SURE TO PAY ATTENTION TO THE DIFFERENT
GREETINGS BECAUSE I’M GOING TO ASK YOU LATER ABOUT THEM.

Process (6 points):

Step One: MOVE WITH ME. T begins to tap the macro-beat on legs.

Step Two: T sings the song “Children of the World” to the class. (Singing opening
section, first verse, and then opening again)

Step 3: T begins tonal pattern echoing. S answer the tonal patterns.

Step 4: ALRIGHT, NOW IF EVERYONE WOULD PLEASE LOOK AT THE BOARD, WE

ARE GOING TO LEARN HOW TO PRONOUCE THE GREETINGS SO WE CAN SING
THEM IN THE SONG. T puts slide up on board.

Step 5: T says “ECHO ME” and repeats “hello” and S echo. Repeat this until all the
greetings have been chanted.

Step 6: T says “ECHO ME” again, this time singing the greetings. S echo the greetings.
Repeat this until all the greetings have been sung.

Step 7: T says “ECHO ME” again and sings the greetings in groups of 3. Students echo
the greetings back. Repeat this until all the greetings have been sung.

Step 8: AMAZING JOB EVERYONE! NOW, WE’RE GOING TO SING THE SONG, AND
WHEN I POINT TO YOU, I WANT YOU TO ECHO MY WORD. READY?

Step 9: T sings the greeting section of the song, when a new greeting is sung, the T
sings it once, then points to the students to echo. S echo the teacher.
Ex.) Song goes back and forth as: T sings ‘Hello” (points to students) S sings
“Hello” and so on until the song is done.

Step 10: T sings the verse of the song without the students.

Step 11: Go through the process of step 9 and 10 again, this time when the verse
comes along, T points to the students for them to join in and sing.
Closing (2 points): AMAZING JOB EVERYONE! NOW, CAN SOMEONE RAISE THEIR
HAND AND TELL ME WHAT ONE OF THE WAYS WE LEARNED TO SAY HELLO OR
GOOD MORNING WAS TODAY?